The Islamic Educational Conception of the Role of the Teacher in Reducing the Violence of the Second Cycle Pupils of Basic Education: An Analytical Study

Document Type : Original Article

Authors

1 1 قسم التربية الاسلامية, کلية التربية بالدقهلية, جامعة الأزهـر.

2 2قسم التربية الاسلامية ، کلية التربية بالقاهرة, جامعة الأزهـر.

3 4 قسم الصحة النفسية، کلية التربية بالقاهرة، جامعة الأزهر.

Abstract

This study aimed to identify the Islamic educational perception of the role of the teacher in reducing the violence of students of the second cycle of basic education and used the fundamentalist and descriptive approach. The results revealed that school violence is a set of aggressive behaviors between the students themselves and between them and the teachers, or it is inappropriate and reprehensible behaviors which cause the emergence of psychological and behavioral disorders in the classroom environment within the school. The manifestations of school violence vary to physical abuse, verbal abuse, psychological abuse. The causes and explanations of school violence are multiple: educational and psychological assets, social assets, cultural assets, and economic assets; all of which are intertwined with each other, and it was also concluded that one of the most important etiquettes that the teacher should have in teaching science is to be a role model, have patience, have justice, mercy, advice, guidance, and direction, kindness to students and providing them with skills of dialogue and discussion. Confronting students’ violence if they deviate from the ethics of science and education by gradual use of punishment, starting with overlooking the student’s mistake, and alluding to errors in teaching. For the wrong student, turning away from the wrong student, reprimanding the wrong student, using reprimand and reprimanding, depriving the wrong student, threatening and intimidating the wrong student with punishment, and hitting the student who persists in mistake.
 

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